[senco-forum] developing listening skills

Please can we not refer to the contribution of others as 'a pile' of
junk' or anything else so derogatory. We all come from different
backgrounds and I know that some of us come from settings where 'Poor
Listening' has far more disabling implications than an inability to
write out dictated material. Writing down a dictation involves several
other skills as well as listening and memory, processing speed, physical
coordination etc. are all relevant.
In the past, I have carried out a lot of Listening work with younger
children which, I am finding, is still applicable to the secondary aged
pupils that I see now. I have found that many of them (particularly
those with difficult behaviour) are poor listeners. They often seem to
hear one bit of what is said but don't tune into the sub-clauses e.g.
they hear 'you can go now...'  but not '..don't forget I need that
homework in tomorrow'. Winslow do quite a few resources for listening.
For older pupils I use 'Comprehending More Complex Auditory Information'
(Jean Gilliam DeGaetano)and 'Explaining' (Marilyn M. Toomey). 'Auditory
Processing Activities is brilliant and if you can only afford one
resource, I would go for this as it gives so many ideas which you could
easily adapt. I also use the 'New Reading and Thinking' books by
Learning Materials. I use these (and other reading 'comprehension'
passages) as oral tasks. Learning Materials also used to do an 'Oral
Comprehension' tape which was good fun although it may be too 'young'
for sophisticated secondary pupils. I use it with KS2 pupils who really
enjoy the challenge.
I am lucky to be working with pupils on an individual basis and it is
always going to be difficult to find an activity that meets the needs of
all the pupils in a class especially as the activities, in the initial
stages, have to be achievable (without boring the more able). Although I
agree that practice makes perfect, some pupils don't realise what
listening actually is and the first step would be to find activities
that require a response otherwise 'listening' becomes a very passive
activity. The response does not have to be a written one. 
Also - just a comment - eye contact is sometimes a hindrance!
Clare

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